The curriculum is not just a list of mathematical statements to be ticked off as pupils pass through school. The curriculum embodies everything that contributes to pupils learning mathematics. It exists at different tiers from national, to regional, local, federation, school, department, and finally to what happens in the classroom with an individual teacher and their pupils.
Curriculum is the key driver of raising attainment; designing an effective curriculum can have a profound impact.
In this workshop, we will explore approaches to designing a mathematics curriculum, considering several common models and focusing on the most impactful. We will then work together on various areas of the curriculum, scheduling the learning and identifying what materials are necessary to support the learning.
We will look at research findings around the most beneficial sequencing and timing of a curriculum and consider the learning of school level mathematics as a single, coherent experience throughout a pupil’s time at school. When considered holistically in this way, the implications are clear; we must always be planning for how a mathematical idea will unfold over time.
This workshop is suitable for all teachers of mathematics, but will be particularly useful to those who currently lead or are planning to lead mathematics in their school or college.
Mark is the UK's leading authority on teaching for mastery. He has trained over 2000 schools in mastery models for schooling in the UK and overseas.
A leading figure in mathematics education, Mark has led many large-scale government education initiatives, both in the UK and overseas. Mark was a Director at the National Centre for Excellence in the Teaching of Mathematics (NCETM) and has also been a school leader, an Advanced Skills Teacher, a school inspector and a teacher trainer. He founded and was Chairman of the Teacher Development Trust.
Mark has extensive experience of mathematics teaching and learning across all age and ability groups, having taught students from age 3 to PhD!